Background The rising demand for respiratory care practitioners creates a need for qualified faculty members to teach and mentor the next generation of respiratory therapists (RTs). Key personnel (Program Directors (PDs) and Directors of Clinical Education (DCEs)) turnover can adversely affect student outcomes and the sustainability of RT programming. Recruiting qualified faculty has proven challenging for some, if not most, RT programs. This study aimed to identify the characteristics of current key personnel (PD and DCE) in Commission on Accreditation for Respiratory Care (CoARC)-accredited Entry into Practice and Degree Advancement programs and the self-reported benefits of undertaking a role in RT education. Methods The study employed a cross-sectional survey research design using a 20-item electronic instrument. There were 11 demographic questions and nine questions that specifically inquired about the benefits and rewards of becoming and continuing to serve as key personnel. Two questions were open-ended. Associations between the key personnel role and sociodemographic variables were examined using the chi-square tests of independence and an alpha significance level of .05. Results There were 294 usable survey responses (35.4% response rate). Key findings include that over half (51%) of respondents have less than 5 years of experience in their administrative role, 24% are currently pursuing an advanced degree, and over 80% receive education-focused professional development. PDs were more likely to report having earned a doctoral degree, more experience within the profession, a higher likelihood of having been promoted, and a higher salary. In contrast, the DCE role was more closely associated with currently pursuing an advanced degree and having completed the Key Personnel Academy through the CoARC. The highest reported benefit of becoming key personnel was the ability to impact the profession through educating future RTs. Conclusions PDs and DCEs have important distinctions. PDs often hold advanced credentials and receive higher compensation, whereas DCEs are earlier in their careers and are frequently pursuing degrees. Both share a strong motivation to educate future RTs. Sustaining respiratory care education will require institutional support for career development, along with attention to work–life balance to improve RT educator recruitment and retention.
McHenry et al. (Tue,) studied this question.